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4. ¿Cómo te llamas?

4. ¿Cómo te llamas?

What's your name?

This section enables pupils to introduce themselves in two different ways using the Spanish equivalent of “My name's ...” and “I'm ...”

Exchanging names is a way of developing a conversation with a person they have just met.

If you have links with a Spanish primary school, learning each other's names is a good early communication for pupils to make.

VIDEO section 4 CHILDREN SAY WHAT THEIR NAMES ARE:

Me llamo Óscar Me llamo Lucía Me llamo Elena Me llamo Cristina (x2)

Me llamo Marta (x2) Me llamo Goyo Me llamo Yolanda Me llamo Miguel Ángel QUESTION AND ANSWER: Children reply to the question “Hola, ¿qué tal?” This is followed by “¿Cómo te llamas?”

ANIMATION: Two dinosaurs asking each other's names:“Me llamo Tomás, ¿y tú?” - “Dioni.”

NEW WORDS AND PHRASES

Me llamo ... My name is ... ¿Cómo te llamas? What's your name?

Yo soy ... I'm ...

HOW SPANISH WORKS

Scenes from video section 4 : “Yo soy Óscar.”

“Me llamo” and “Yo soy”are used in the same way as an English speaker would use “My name's ...” and “I'm ...”

In natural, day-to-day conversation Spanish people do not say “Me llamo (Óscar). ¿Cómo te llamas?” Instead, they use the simple question “¿Y tú?” to find out the other person's name.

THE CHILDREN INTRODUCE THEMSELVES:

Yo soy Óscar Yo soy Marta (x2) Yo soy Lucía Yo soy Goyo Yo soy Elena Yo soy Yolanda Yo soy Cristina (x2) Yo soy Miguel Ángel ANIMATION: The two dinosaurs introduce themselves: “Yo soy Dioni, ¿y tú?” - “Tomás.”

EXTRA WORDS AND PHRASES

sí - yes Señor - for men

no - no Señora - for women Señorita - for younger women/girls

Pupils could address you with one of these titles rather than saying “Mrs., Miss or Mr.” In Spain you can address people with just these words, or you can add a surname.

Spanish pupils often call female teachers “Seño”, an abbreviation of Señorita and Señora.

A male teacher is addressed as Señor together with his surname.

It is also common practice for pupils just to use teachers' Christian names.

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4. ¿Cómo te llamas? ❑ If you have a class “Spanish”puppet, let him introduce himself “Yo soy ...”

Introducing the written word

Both the main sequences are repeated with the words superimposed over the pictures. The section finishes with “Me llamo Yolanda, ¿y tú?”

The question “¿Y tú?” appears over the picture.

You may choose to omit this part when pupils are watching the video for the first time. You can show it at a later date when they have had plenty of opportunities to hear and use the greetings. They will then be ready to try and build up connections between the written word and pronunciation.

❑ Introduce yourself to the puppet, then ask him his name: e.g. “Yo soy Jane, ¿y tú?” The puppet says his name. ❑ Everybody stands in a circle. You start the game by saying “Yo soy Jane”; as you ask “¿y tú?” throw a soft ball to the pupil you wish to answer. He/she catches the ball and says “Yo soy ... (his/her name)” and throws the ball to another pupil asking “¿y tú?” Continue this as until everyone has had a turn.

KEY SOUNDS

llamo introduction of Spanish “ll” Most Spanish people pronounce this like the “y” in “yes”

❑ A variation on the game described above involves everyone forming a circle again. You start the game by saying “Yo soy Jane, ¿y tú?” to one of the pupils standing next to you. He/she tells you his/her name then turns to the next person and says “Yo soy ... (his/her name) ¿y tú?” This continues round the circle.

Activities Before watching video section 4, it is a good idea to have a brief “warm up” session to remind pupils of the Spanish words and phrases they already know.

You could then talk briefly about different ways people introduce each other. Can pupils think of recent occasions when they have been asked to tell someone what their name is?

❑ You can also try a “Mexican wave.” Pupils form a circle with their chairs. Each pupil says “Yo soy ...” (his/her name) one after the other in rapid succession. As they speak they stand up and promptly sit down again as soon as they have said who they are. Alternatively, the “wave” can take place round each of the class tables if the children normally sit in groups. See which table completes the circuit first.

❑ Watch video section 4: “¿Cómo te llamas?” ❑ Greet the class and introduce yourself, e.g.

“Yo soy Jane.”

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4. ¿Cómo te llamas?

CROSS CURRICULAR ACTIVITIES When you are sure that your pupils are confident using “Yo soy...” all the activities on the previous page . and those below can be used to practise “Me llamo...”

❑ Classroom routines-taking the register: This is a good time for pupils to start taking the register in Spanish.

In Spain, where class sizes are generally smaller, teachers usually just note down the names of anyone who is absent without calling a register.

However, the daily routine of taking a Spanish register will give pupils the opportunity to practise a little of the language every day. Pupils can respond by simply saying “sí”. Alternatively they could say “buenos días” when they hear their name called.

Cultural awareness ❑ Having practised some of the language presented on the video, this is a good time to talk with pupils about some of the interesting cultural points linked with Spanish names.

See this chapter's “talking points.”

❑ PE: Everyone stands in a circle. You walk round the outside of the circle tapping each pupil on the shoulder and saying “Hola.” The pupil who has been tapped says “Hola, yo soy ...” (his/her name). After repeating this several times, say “Buenos días” instead. The pupil greeted this way runs after you round the circle.

If you get back to their place first, this pupil becomes the person walking round the circle and the game continues.

❑ Play: “¿Cómo te llamas?”

Invent different names for yourself, e.g. well known film stars and sports personalities. The class calls out “¡sí!“ (“yes”) when you say your real name and “¡no!” (“no”) when you use a fantasy name.

If you have been discussing some of the famous Spanish historical and cultural figures mentioned in this chapter's “talking points”, you could include these names in this game.

❑ PE: Pupils line up in three teams. The child at the front of each line turns to the person behind and asks “¿Cómo te llamas?” That pupil says his/her name, then turns to the next person and asks “¿Cómo te llamas?” and so on. The child at the back of the line runs to the front and the sequence is repeated. The winning team is the first one back in the original order.

❑ Pupils can also take it in turns to invent characters for themselves. To practice previously learnt vocabulary, you can engage the “character” in conversation, e.g.

You: “Hola, ¿qué tal?

Pupil: “Muy bien, gracias” You: “Yo soy Jane, ¿y tú?” ❑ Drama: Pupils can use their puppets to exForms of address:Forms of address: Pupil: “¡Yo soy El Cid!” tend their conversations. They can now greet each other and introduce themselves.

Pupils work in pairs. Each pair decides which ❑ Show video section 4: “¿Cómo te llamas?” emotions or characteristics they are going to again for reinforcement. express through their puppet's conversation, e.g. “happy”, “shy”, “angry.” The rest of the class has to guess which emotion is being portrayed. Be prepared to give some examples before starting this activity to stimulate ideas.

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4. ¿Cómo te llamas?

Talking point EVERYDAY LIFE IN SPAIN First names If you look at a typical class register, you will see that there are many names which reflect the ways in which the Catholic Church still influences everyday life in Spain. Many babies are named after saints and biblical figures. The names of some of the children featured on the video, Lucía, Marta and Miguel Ángel are examples of this. Names such as Jesús and María are also regularly to be seen on class registers.

It is also quite common for a boy to be named María, although this will usually be his second christian name.

Registers will usually also include names which reflect the influence of other European countries; names such as Sandra and Vanessa are becoming increasingly popular. The trend for naming babies after internationally known “personalities” made famous through television and the media is also growing.

Scenes from video section 4 : “Me llamo Lucía”

Cultural awareness ❑ ICT: If you have access to a video camera, pupils could take it in turns to introduce themselves on camera as the Spanish children do on this video. The tape could then be swapped for a similar one from your exchange school. See chapter 15 for ideas for developing pupils' use of the video camera.

Alternatively pupils could attach their names to self-portraits or photographs and exchange these with their Spanish counterparts.

Talking point

Cultural awareness ❑ If you have established links with a primary school in Spain, ask them to send/ fax/e-mail a copy of a class register for the equivalent age-range of your pupils. Pupils can compare this with their own class register. If you do not yet have a partner school, you can use the registers included at the end of this chapter. These are the registers for two of the classes from Calahorra primary schools featured in the video.

To make the names easier to distinguish, we have presented these registers showing the Spanish children's first names in alphabetical order. Girls' names come first, then boys' names. This is not the way they would normally be presented in Spain. If you are using a register obtained from your exchange school, you will probably find that they are presented in alphabetical order of surnames.

EVERYDAY LIFE IN SPAIN Surnames Spanish people usually have two surnames; the first is the father's, the second is the mother's.

When a woman marries she will usually keep her name. When a child is born, the baby will be given the first of the father's surnames and the first of the mother's surnames.

FATHER Carlos González Pérez

MOTHER

CHILD Lucía González Díaz

María Díaz López

In formal contexts, such as a class register, the child would normally use both surnames.

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4. ¿Cómo te llamas?

During his lifetime El Cid fought both for the Moors and for the Spaniards and was said never to have lost a battle.

El Cid's most famous victory was in 1094 when he led a 7,000 strong army against the city of Valencia which was held by Moors. He took on royal powers, ruling Valencia and all the surrounding county.

El Cid died in 1099, not long after defending Valencia from a strong attack by the Moorish soldiers. His exploits live on in poems, plays and films - although his time spent as a mercenary, fighting for the Moors, is often omitted.

Talking point FAMOUS SPANISH PEOPLE This section offers a selection of brief biographies of some well known Spanish people.

The Early Start Languages website suggests others that you might like to talk about with your class, including contemporary personalities from the wold of sport and entertainment.

See the Early Start website for:

Hernán Cortés: Adventurer

more information about famous Spanish people past and present

Hernán Cortés (1485-1547) captured the Aztec territory of Mexico. This was in 1519, when Spain, now a united Christian country, was the leading power in Europe.

Cortés landed in Mexico with just 500 men, 15 horses and, 13 muskets and 7 cannon. The Aztecs had never seen guns or horses before and were terrified by them. The Aztec King, Montezuma, mistook Cortés for an Aztec god, Quetzalcoatl. The Aztecs believed that this god had disappeared across the Atlantic, but was due to return across the water at the very same time as Cortés landed. Assuming Cortés to be the god, Montezuma allowed him to enter Mexico City with his men.

The impact of European explorers on native civilisations was often disastrous, and Cortés was no exception. Montezuma was killed, the Aztec's treasures were stolen. Their Empire collapsed and local populations were converted to Christianity, often by brute force. Similar blood-thirsty episodes marked the expansion of the British, French, Dutch, Portuguese and German empires and the growth of the Slave Trade.

Cortés governed the country for seven years.

The Spanish government was concerned about the extent of his power, and recalled him to Spain. He died in poverty near Seville.

As a result of the activities of Spanish adventurers like Cortés, most of America from Mexico southwards was conquered by Spain and the people still speak Spanish today.

www.earlystart.co.uk

El Cid: Spanish warrior El Cid (circa 1040-1099) was a Spanish nobleman and warrior. His real name was Rodrigo Díaz de Vivar, but he became known as El Cid Campeador.

The first name comes from the Arabic word for “Lord”, El Seid. Campeador is the Spanish word for “Champion.”

During the Middle Ages, Spain was a collection of separate kingdoms. Some of these were Christian and others Muslim, ruled by the Moors who had crossed to Spain from north Africa.

Throughout this period, a constant war waged as the Christians fought to reconquer all the territory that had been lost when the Moors invaded. This is known as the Reconquista.

El Cid rides into battle 34

4. ¿Cómo te llamas?

It was during this time in prison that Cervantes began the outline for “Don Quixote.”

Part One of the novel was published in 1605, followed ten years later by Part Two. Cervantes received recognition for his work during his lifetime. He died in Madrid a year after the publication of Part Two.

Miguel de Cervantes Author Miguel de Cervantes (1547-1616) was the author of the famous novel “Don Quixote.” This book made fun of the medieval idea of “courtly romance.” It tells the story of a landowner who is obsessed with stories of the brave and noble deeds of medieval knights. Don Quixote sets off, with his squire, Sancho Panza, to fight injustice and do legendary deeds himself. One of the most well known episodes from the novel tells of how Don Quixote tilts at windmills with his lance whilst under the illusion that they are giants!

Cervantes himself was born in Alcalá de Henares, a small town near Madrid. His father made a living as a wandering barber-surgeon.

When he was a young man, Cervantes fought a duel in the grounds of the royal palace in Madrid and was forced to flee to Rome. He became a soldier, was captured by Moorish pirates and spent five years as a prisoner in Algiers.

M. F. Quintiliano Orator of Calahorra

Cervantes returned to Spain after his family succeeded in raising a ransom for his release.

His first writing focused on his years as a soldier. He also became a government agent, purchasing supplies for the Spanish Armada in 1588. This resulted in another brief spell in prison for irregularities with the accounts.

M.F. Quintiliano Calahorra is one of the oldest towns in the Rioja.

Marcus Fabius Quintiliano (42-118) was a professor of rhetoric who lived in Calagurris (Calahorra) when it was ruled by Rome. He became famous throughout the Empire for being the author of “Institutio Oratoria”, an indispensable teaching manual for the Romans.

Quintiliano's statue takes pride of place in front of the town hall in Calahorra.

Pupils may have noticed that some of the children in the “Tú y yo” video are wearing yellow T-shirts with “Quintiliano” written on them. This is because their school is named after the town's famous orator.

Don Quixote tilts at windmills

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¿Cómo te llamas?

Ana Escorza Santos Ana Isabel Frías Pérez Bárbara Guerrea Ruiz Beatriz Díaz Rabaza Carmen Fernández Pardo Eva González Ezquerro Laura Antoñanzas Alzate Nuria García Lorente Sandra Arnedo Orio Adrián González Ríos Álvaro Alegría Cebrián Álvaro Sáenz San Millán Álvaro Arenzana Pérez Arturo González Martínez Carlos Mazo Portela David Cisneros Ochoa David Lorente de la Portilla Héctor Agustín Lana Jesús Argaiz Pastor Jonatan Alba López Jorge Cunchillos Pascua Miguel Antoñanzas Llorente Miguel Garrido Condel Óscar Gutiérrez Ruiz Raúl Calderón Jaime

Me llamo

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This page may be photocopied for classroom use.

Early Start Spanish “Tú y yo”

¿Cómo te llamas?

Irene Pérez Tirado María Cristina Cordón Pozo Marta García Celma Marta Rodríguez de Luis Sandra Bretón García Sandra Royo Toledo Sara Duro Malo Yolanda Prieto Lauroba Virginia Puerta Peña Álvaro Ramírez Calvo David Arenzana Gutiérrez David Morrondo González David Vizcaíno Romero Diego Cabezón Rodríguez Fernando Lopez Alcalá Gorka Fernández Sebastián Héctor Gómez Urzanqui Ignacio López de Larrinzar Galdamés Iván Aldama Martínez Jorge Ayensa Madorrán Jorge Lalinde Fuentes Juan Manuel Velasco Garasa Miguel Ángel Ducha Gil Moisés Abad Cordón Sergio Ruiz Varea Víctor Torrealday Martínez

Me llamo

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This page may be photocopied for classroom use.

Early Start Spanish “Tú y yo”